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School and Society

by Feinberg, Walter

Edition:

5th

ISBN13:

9780807749852

ISBN10:

0807749850

Format:

Paperback

Pub. Date:

8/31/2009

Publisher(s):

Teachers College Pr

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Summary

Using realistic case studies, dialogues, and open-ended questions, the Fifth Edition tackles such crucial questions as: Do schools socialize students to become productive workers? - Does schooling reproduce social class and pass on ethnic and gender biases? - Can a teacher avoid passing on dominant social and cultural values? - What besides subjects do students really learn in schools?

Author Biography

Walter Feinberg is Professor of Educational Policy Emeritus at the University of Illinois at Urbana-Champaign. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.

Acknowledgments	p. ix
The Relation of School to Society	p. 1
What This Book is About	p. 3
Factory Prep	p. 3
An Imaginary Society	p. 4
Three Schools of Thought	p. 6
The Form of the Book	p. 8
Schooling as Socialization and Progress	p. 11
The Functionalist Perspective on Schooling	p. 13
Functionalism	p. 13
Equality of Educational Opportunity	p. 18
Educational Reform: Three Cases	p. 19
Assimilation, Political Socialization, and Modernization	p. 22
For Further Inquiry	p. 26
Functional Theory, Policy, and Problems	p. 27
Historical Impediments and Compensatory Education	p. 28
Intellectual and Cultural Impediments	p. 29
Poverty	p. 32
Problems with Functionalism	p. 34
For Further Inquiry	p. 38
Schooling as Legitimation and Reproduction	p. 39
Marxist Theory and Education	p. 41
Conflict Theory and Functionalism	p. 41
Marxist Theory	p. 44
Class Consciousness, False Consciousness, and Hegemony	p. 47
Marxism, Neo-Marxism, and Education	p. 50
A Neo-Marxist Interpretation of Schooling in Capitalist Society	p. 53
For Further Inquiry	p. 55
The Hidden Curriculum Revisited	p. 57
A Theory of Cultural Reproduction	p. 60
Student Subculture and the Working Class	p. 62
Puzzles, Problems, and Prospects	p. 66
Foucault and the Post Modern Move Beyond Marxism	p. 68
Feminism as a Form of Conflict Theory	p. 71
For Further Inquiry	p. 75
Interpretation and the Social Function of Schooling	p. 77
The Interpretivist Point of View	p. 79
An Argument for the Interpretivist Point of View	p. 82
The Active Quality of Mind	p. 84
The Role of Interpretation in Social Science	p. 85
Interpretive Scholarship in Education	p. 91
For Further Inquiry	p. 94
Meaning and Messages; Schooling and Socialization	p. 96
Hermeneutics and Interpretation	p. 100
Interpretation and Socialization	p. 102
Interpretation, Socialization, and Legitimation	p. 104
Objections to the Interpretivist Approach	p. 107
What Is at Stake?	p. 108
Cases and Disputes	p. 111
Cases and Disputes	p. 113
Student Government	p. 115
The Roots of School Failure	p. 116
The Hidden Curriculum	p. 118
National Reports on Education	p. 119
The Geography Lesson	p. 120
Resource Allocation	p. 121
College or Workforce?	p. 123
Individual Differences and Equal Opportunity	p. 125
Social Reproduction	p. 126
Equal but Separate	p. 128
Education for Work	p. 129
Workforce School	p. 130
Class Bias?	p. 131
Social Studies	p. 132
Interpretation and Ethical Relativism	p. 133
The New Student	p. 134
Mainstream or Not?	p. 135
Social Conditioning and Freedom	p. 136
Interpretation and Epistemic Relativism	p. 138
A Third World School System	p. 139
The Curriculum	p. 140
Notes	p. 143
Additional Resources	p. 147
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